Christopher Rakes

In this study, researchers will collaborate with Baltimore City Public Schools to collect and document teacher classroom practices prior to the implementation of an extended professional development model that targets pedagogical skills associated with the NGSS. The broad objective of the project is to characterize the benefits and limitations of utilizing controlled practice-teaching as a key component of teacher professional development for integrating NGSS aligned practices in middle school science classrooms.

This Engineering Teacher Pedagogy project implements and assesses the promise of an extended professional development model coupled with curriculum enactment to develop teacher pedagogical skills for integrating engineering design into high school biology and technology education classrooms.